
By Edric Caldicott, Anne Fuchs, C E J Caldicott
Twenty-two essays from teachers operating basically in eire study the development of cultural reminiscence in examples of ecu discourse from the seventeenth century to the current. the amount is based round 5 major issues: reminiscence as counter-history; narrative and remembering; finding reminiscence; remembering and renewal; and remembering as trauma.
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Example text
50 Jeanne Riou granted. Historians cannot take account of the real experience of the subjects of history since historiography emerged in the interests of passing on cultural heritage as a valuable, objective document. Benjamin is essentially demanding a phenomenology of historical awareness, an unyielding resolve to write history by recreating and confronting the substance of fear. Only in this way is it possible to write from beyond the victorious monumentalizing gaze of the victors. Essentially, this represents an intentionality of concentrating on the catastrophic circumstances as they dawn upon the speechless victims of history.
Nietzsche compares this over-reliance on historical knowledge to a paralysing weight that decreases activity in the present. From the point of view of the present, if one immerses oneself wholly in the contemplated past, no course of action seems open for simply thinking in the present that is not somehow moulded by habit. From here he goes on to develop his notion of the importance of forgetting with the famous analogy of animals grazing: from one day to the next they are unencumbered by memory (Nietzsche, II: 212).
All of these, he claims, are in danger of randomly inventing their own raisons d’être unless there is a culture of mutual intervention, one that demands transdisciplinary understanding. What would enable this is the philosophical and comparative method of study. Without a historiography that is automatically a philosophy of history, historians would be at the mercy of uncorrected empirical classification on the one hand, and interpretations that are retrospective and support a given status quo on the other (Hahn: 370).